Teaching exceptional children:
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York
McGraw-Hill
2011
|
| Edition: | 1st ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XIX, 588 S. Ill. |
| ISBN: | 9780073378695 |
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| 245 | 1 | 0 | |a Teaching exceptional children |c Mojdeh Bayat |
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| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Special education teachers |v Handbooks, manuals, etc | |
| 650 | 4 | |a Learning disabled children |x Education | |
| 650 | 4 | |a Developmentally disabled children |x Education | |
| 650 | 4 | |a Individualized instruction | |
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Record in the Search Index
| _version_ | 1804143841016545280 |
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| adam_text | IMAGE 1
PREFACE IV
I--- SECTION 1
THEORETICAL AND LEGAL FOUNDATIONS 1
CHAPTER 1
I EARLY CHILDHOOD SPECIAL EDUCATION:
AN INTRODUCTION TO THE FIELD 2
INTRODUCTION 4 EARLY CHILDHOOD EDUCATION 4 PROGRAMS FAR CHILDREN WITH
EXCEPTIONAL NEEDS 5 EARLY CHILDHOOD INTERVENTION 7
COMPENSATORY PROGRAMS 7 EARLY INTERVENTION PROGRAMS 8 EARLY CHILDHOOD
SPECIAL EDUCATION 8 WHO IS ELIGIBLE TO RECEIVE EARLY INTERVENTION AND
SPECIAL EDUCATION? 9 WHAT SERVICES DO CHILDREN RECEIVE? 9 TYPES OF EARLY
CHILDHOOD SETTINGS FOR SERVICE PROVISION 11
WHO ARE THE PROFESSIONALS IN THE FIELD? 13
EARLY CHILDHOOD SPECIAL EDUCATION TODAY 13 A HISTORICAL PERSPECTIVE ON
THE EDUCATION OFYOUNG CHILDREN WITH SPECIAL NEEDS 13 EARLY PIONEERS IN
SPECIAL EDUCATION 15 LEGAL FOUNDATIONS OF SPECIAL EDUCATION TODAY 17
BROWN V. BOARD OF EDUCATION (1954) 18 HANDICAPPED CHILDREN S EARLY
EDUCATION ASSISTANCE ACT OF 1968 (PUBLIC LAW 90-538) 18 PENNSYLVANIA
ASSOCIATIONFOR RETARDED CHILDREN
(PARC) V. COMMONWEALTH OF PENNSYLVANIA 18 MILLS V. BOARD OF EDUCATION 19
SECTION 504 OF THE REHABILITATION ACT OF 1973 19 CONGRESSIONAL COMMITTEE
FINDINGS 19
PUBLIC LAW (PUBLIC LAW 94-142): THE EDUCATION OF ALL HANDICAPPED
CHILDREN ACT OF 1975 19 ALL HANDICAPPED CHILDREN ACT AMENDMENTS OF
1986 (PUBLIC LAW 99-457): THE BIRTH OF EARLY INTERVENTION AND EARLY
CHILDHOOD SPECIAL EDUCATION 20 THE AMERICANS WITH DISABILITIES ACT OF
1990 20 INDIVIDUALS WITH DISABILITIES EDUCATION ACT OF 1990 AND ITS
SUBSEQUENT AMENDMENTS 20 THE NO CHILD LEFT BEHIND ACT OF 200 I (PUBLIC
LAW 107-110) 21 INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENTACT
2004 21 INCLUSION 23
WHAT IS MAINSTREAMING? 24 INCLUSION IN EARLY CHILDHOOD EDUCATION 24
RESEARCH ON INCLUSION IN EARLY CHILDHOOD EDUCATION 25 RESEARCH ON EARLY
CHILDHOOD INTERVENTION AND
EDUCATION 27 STUDIES THAT HAVE SHAPED THE FIELD 28 WHAT HAVE WE LEARNED
FROM RESEARCH? 30 CURRENT RESEARCH IN EARLY CHILDHOOD SPECIAL
EDUCATION AND DISABILITIES 30 RECOMMENDATIONS FOR EARLY CHILDHOOD
SPECIAL EDUCATION AND INCLUSIVE PROGRAMS 32 SUMMARY 33
REVIEW QUESTIONS 34 OUT-OF-CLASS ACTIVITIES 34 RECOMMENDED RESOURCES 34
REFERENCES 35
CHAPTER 2
I TYPICAL AND ATYPICAL DEVELOPMENT 39
INTRODUCTION 41 DEVELOPMENT AND BIRTH 41
XI
IMAGE 2
FAMILY FUNCTIONING 83
CULTURE, PARENTING, AND DISABILITY 84 VIEWS ON DISABILITIES IN OTHER
CULTURES 85 CULTURAL RECIPROCITY 86
POVERTY AND DISABILITY 87
THE CHILD WITH THE DISABILITY IN THE FAMILY 89 FAMILIES AND THE PROCESS
OF GRIEF 89 EVIDENCE OF POSITIVE CONTRIBUTIONS OF A DISABILITY TO THE
FAMILY 90
FAMILY RESILIENCE 91
FAMILY ADJUSTMENTS AND COPING MODELS 91
THE DOUBLE ABCX STRESS MODEL 92 THE FAAR MODEL 92
MODELS OF WORKING WITH FAMILIES 95
THE COUNSELINGLPSYCHOTHERAPY MODEL (1950S-1960S) 95
PARENT TRAININGLINVOLVEMENT MODEL (1960S-1970S) 95
THE FAMILY-CENTERED MODEL (1980S-1990S) 95
COLLECTIVE EMPOWERMENT OR FAMILY-PROFESSIONAL PARTNERSHIP (1990S-2000S)
96 PARENTS RIGHTS 97
HOW DO WE FORM A PARTNERSHIP WITH FAMILIES? 97 COMMUNICATION 99
COMMITMENT 99
RESPECT 99
PROFESSIONAL COMPETENCE 100
EQUALITY 100
TRUST 100
SUMMARY 102
REVIEW QUESTIONS 102
OUT-OF-CLASS ACTIVITIES 102 RECOMMENDED RESOURCES 103 REFERENCES 103
4
XII CONTENTS
FACTORS INFLUENCING DEVELOPMENT 43 GENETIC DISORDERS 43 TERATOGENS 45
ENVIRONMENTAL TOXINS 45
MATERNAL SUBSTANCE USE 46 PRESCRIBED AND NONPRESCRIBED MEDICATIONS 46
LLLICIT DRUGS 47
MATERNAL HEALTH 49
GROUP B STREPTOCOCCUS 51 TOXOPLASMOSIS 51 CYTOMEGALOVIRUS 52 HERPES
SIMPLEX VIRUS 52
HIV AND AIDS 52 RUBELLA VIRUS 53 MATEMAL DIABETES 53
MATERNAL AND CHILD NUTRITION 54
PRENATAL AND POSTNATAL NUTRITION 54 CHILD NUTRITION 55
BIRTH AND COMPLICATIONS 55 THE NEWBOM 55 NEONATAL SCREENING 56 PREMATURE
INFANTS 56
DEVELOPMENT AND THE CHILD 57
THE BRAIN BEHAVIOR RELATIONSHIP 60 EARLY STIMULATION AND
NEURODEVELOPMENT 62 ATTACHMENT AND NEURODEVELOPMENT 62 BREASTFEEDING AND
NEURODEVELOPMENT 64
SUMMARY 66
REVIEW QUESTIONS 66 OUT-OF-CLASS ACTIVITIES 67 RECOMMENDED RESOURCES 67
REFERENCES 67
CHAPTER 3 I I
FAMILIES ARE THE MOST IMPORTANT OF ALL 73
INTRODUCTION 76 WHAT IS A FAMILY? 76 THE SYSTEMS THEORY: A FRAMEWORK FOR
UNDERSTANDING FAMILIES OF CHILDREN WITH
DISABILITIES 77 FAMILY SYSTEM FACTORS AND DISABILITY 80 FAMILY STRUCTURE
80 MARITAL SUBSYSTEM 81
PARENTAL SUBSYSTEM 81 SIBLING SUBSYSTEM 82
EXTENDED FAMILY SUBSYSTEM 82
CHAPTER I IDENTIFICATION AND INTERVENTION
INTRODUCTION 110 IDENTIFICATION 111 CHILD FIND 111 SCREENING 112
EVALUATION PROCESS 113 EVALUATION VS. ASSESSMENT 114 DIAGNOSIS 115
107
IMAGE 3
ASSESSMENT OF FAMILY RESOURCES AND
PRIORITIES 116
ISSUES OF CONSIDERATION IN ASSESSMENT OFYOUNG CHILDREN WITH DISABILITIES
118 EXAMINER FACTORS 118 INSTRUMENT FACTORS 119
CHILD FACTORS 120 LANGUAGE AND CULTURAL BACKGROUND 120
SERVICE DELIVERY 121 THE SERVICE DELIVERY MODEL 122 SERVICE COORDINATORS
AND CASE MANAGERS 123 ITINERANT TEACHERS 123
A UNIVERSAL MODEL OF CURRICULUM FOR INCLUSIVE PROGRAMS 124 PHILOSOPHICAL
FRAMEWORK 124 ENVIRONMENTAL ADAPTATION TO SUPPORT
INCLUSION 125 CONSISTENT ROUTINE 125 ASSISTIVE TECHNOLOGY AND OTHER
ADAPTIVE DEVICES 126
PROFESSIONAL TEAM MODELS 128 THE MULTIDISCIPLINARY TEAM MODEL 129 THE
INTERDISCIPLINARY TEAM MODEL 129 THE TRANSDISCIPLINARY TEAM MODEL 129
CURRICULUM CONTENT 130
INSTRUCTIONAL ADAPTATION 130 CHILD ASSESSMENT DURING INTERVENTION 133
CHILD-CENTERED ASSESSMENT 133 OBSERVATION 134
DOCUMENTATION AND PORTFOLIOS 136 LINKING ASSESSMENT TO INTERVENTION 137
PROGRAM EVALUATION 137
PARTNERSHIP WITH FAMILIES 138 SUMMARY 139 REVIEW QUESTIONS 139
OUT-OF-CLASS ACTIVITIES 139
RECOMMENDED RESOURCES 139 REFERENCES 140
CHAPTER 5
DEVELOPING IFSP AND IEP 143 INTRODUCTION 146 FAMILY INVOLVEMENT IN THE
IFSP AND IEP PROCESS 146
WORKING WITH DIVERSE FAMILIES 147
CONTENTS XIII
REQUIRED LEGAL DOCUMENTS (IFSP AND IEP) 149 PARENTS RIGHTS 149 EARLY
INTERVENTION AND IFSP 151 IFSP CONTENT 152
IFSP OUTCOMES 152 NATURAL ENVIRONMENTS 156 TRANSITIONS 158
PRESCHOOL AND PRIMARY GRADE SPECIAL EDUCATION AND IEP 160 IEP CONTENT
162 IEP MEASURABLE GOALS AND OBJECTIVES 164
WRITING MEASURABLE GOALS AND OBJECTIVES 165 MEETING GOALS AND OBJECTIVES
THROUGH LESSON PLANS AND ACTIVITIES 168 ADAPTATION OF INSTRUCTION IN
INCLUSIVE AND
SPECIALIZED SETTINGS 169 ASSESSMENT OF GOAL ACHIEVEMENT 170
SUCCESSFUL PARTNERSHIP AMONG TEAM MEMBERS 170 PROFESSIONAL PARTNERSHIP
171 SUMMARY 172
REVIEW QUESTIONS 172 OUT-OF-CLASS ACTIVITY 172 RECOMMENDED RESOURCES 172
REFERENCES 173
CHAPTER 6
THEORETICAL FOUNDATIONS IN SPECIAL EDUCATION 175 INTRODUCTION 177
THEORIES AND MODELS OF CHILD DEVELOPMENT 177
MODERN CONSTRUCTIVIST AND SOCIAL CONSTRUCTIVIST PERSPECTIVES 178
APPLICATION OF CONSTRUCTIVIST APPROACHES IN EARLY CHILDHOOD EDUCATION
181
APPLICATION OF CONSTRUCTIVIST APPROACHES IN SPECIAL EDUCATION 182
MODERN DEVELOPMENTAL THEORIES 186 GREENSPAN S STAGES OF EMOTIONAL
DEVELOPMENT 189
FLOORTIME MODEL: APPLICATION OF GREENSPAN S THEORY IN SPECIAL EDUCATION
194 FLOORTIME MODEL GUIDELINES 195 SENSORY PROCESSING THEORY 196
APPLICATION OF THE SENSORY PROCESSING THEORY IN SPECIAL EDUCATION 197
IMAGE 4
XIV CONTENTS
APPLIED BEHAVIOR ANALYSIS: A MODERN BEHAVIORAL PERSPECTIVE 198
APPLICATION OF ABA IN SPECIAL EDUCATION 200 TASK ANALYSIS: ANOTHER
APPLICATION OF BEHAVIORAL
METHODS IN SPECIAL EDUCATION 201
THE MODERN TRANSACTIONAL ECOLOGICAL MODEL 202 APPLICATION OF THE
TRANSACTIONAL MODEL IN SPECIAL EDUCATION 203
FINAL REMARKS 204
SUMMARY 205
REVIEW QUESTIONS 205 OUT-OF-CLASS ACTIVITIES 205 RECOMMENDED RESOURCES
206 REFERENCES 206
~ SECTION 2
DISABILITIES AND METHODS 209
CHAPTER 7
I AUTISM SPECTRUM DISORDERS 210
INTRODUCTION 213 THE HISTORY OF AUTISM 214 REFRIGERATOR MOTHERS 214
AUTISM: A NEUROBIOLOGICAL DISORDER 215
CAUSES OF AUTISM 215 GENETIC FACTORS 216 IMMUNIZATION THEORIES AND
CONTROVERSY 216 EXPOSURE TO ENVIRONMENTAL TOXINS 217
CHANGES IN DIAGNOSTIC CRITERIA 217
TREATMENT AND EDUCATIONAL IMPLICATIONS 217 DEFINING AUTISM 218 ASPERGER
DISORDER/SYNDROME 220 RETT DISORDER 221
CHILDHOOD DISINTEGRATIVE DISORDER 221 PERVASIVE DEVELOPMENTAL
DISORDERS-NOT OTHERWISE SPECIFIED: PDD-NOS 221
EARLY IDENTIFICATION OF AUTISM 221
MODIFIED CHECKLIST FOR AUTISM IN TODDLERS 222
CHARACTERISTICS OF AUTISM 223 COGNITIVE IMPAIRMENT 224 COMMUNICATION AND
LANGUAGE IMPAIRMENTS 224
SOCIA1 IMPAIRMENTS 226
PROBLEMS WITH THEORY OF MIND 229
SENSORY PROCESSING DYSFUNCTION AND RELATED BEHAVIORS IN CHILDREN WITH
AUTISM 230 AVERSIONS TO CERTAIN TASTES, SMELLS, AND EATING NONFOOD ITEMS
230 AVERSION TO, OR CRAVING FOR, CERTAIN TACTILE
FEELINGS 230 VISUAL AND AUDITORY OVER-SENSITIVITY AND
UNDER-RESPONSIVENESS 231
SENSITIVITY TO MOVEMENT 231 OTHER BEHAVIORS 231
STRATEGIES AND ADAPTATIONS FOR INCLUSIVE CLASSROOMS 231 USE OFVISUALS IN
THE CLASSROOM 232 SPECIFIC PHYSICAL ARRANGEMENT OF THE CLASSROOM
AND HORNE ENVIRONMENT 233
COZY CORNER AND SENSORY-ORIENTED ACTIVITIES TO SUPPORT SELF-REGULATION
233
DAI1Y AND WEEKLY SCHEDULES 235
METHODS OF WORKING WITH CHILDREN WITH AUTISM 236 APPLIED BEHAVIOR
ANALYSIS 237 SOCIAL STORIES 238
RE1ATIONSHIP-BASED MODELS OF INTERVENTION WITH CHILDREN WITH AUTISM 241
TREATMENT AND EDUCATION OF AUTISTIC AND RELATED
COMMUNICATION-HANDICAPPED CHILDREN 241
PICTURE EXCHANGE COMMUNICATION SYSTEM 242
FAMILIES AND AUTISM 244 WORKING WITH FAMILIES 244 SUMMARY 246
REVIEW QUESTIONS 247 OUT-OF-CLASS ACTIVITIES 247 RECOMMENDED RESOURCES
247 REFERENCES 248
CHAPTER 8
I CHILDREN WITH ATTENTION DEFICIT
HYPERACTIVITY DISORDER 253
INTRODUCTION 256 ATTENTION DEFICIT HYPERACTIVITY DISORDER 256 SYMPTOMS
OF ADHD 259 SUBTYPES OF ADHD 260
INATTENTION 260 HYPERACTIVITY 261 IMPULSIVITY 261
IMAGE 5
OTHER POSSIBLE BEHAVIORS IN CHILDREN WITH
ADHD 262 DIAGNOSIS 262
ETIOLOGY OF ADHD 263
EARLY CAUSAL THEORIES OF ADHD 263 PRENATAL AND ENVIRONMENTAL FACTORS AND
ADHD 263
GENETICS AND ADHD 264
DEVELOPMENTAL IMPAIRMENT OF THE EXECUTIVE FUNCTION 264 NEUROTRANSMITTER
INEFFICIENCY 266
OTHER DISORDERS ASSODATED WITH ADHD 267
READING OR LEAMING DISABILITIES 267 OPPOSITION AL DEFIANT DISORDER 267
CONDUCT DISORDER 269
ANXIETY DISORDER 269 DEPRESSION 269 TOURETTE S SYNDROME 269
THEATMENT OF ADHD 270
THE MULTIMODAL TREATMENT STUDY 270 PHARMACOLOGICAL TREATMENT 270
COLLABORATION WITH PARENTS 272
STRATEGIES AND ADAPTATIONS FOR INCLUSIVE CLASSROOMS 274 BEHAVIOR
MANAGEMENTJPOSITIVE BEHAVIOR SUPPORT 274
ENVIRONMENTAL ORGANIZATION 276 INSTRUCTIONAL ADAPTATION 277
REINFORCING SOCIAL SKILLS IN CHILDREN WITH ADHD 277
SUMMARY 281
REVIEW QUESTIONS 281
OUT-OF-CLASS ACTIVITIES 281
RECOMMENDED RESOURCES 282
REFERENCES 282
CHAPTER 9
I YOUNGCHILDREN WITH BEHAVIORALAND SOCIAL
EMOTIONALNEEDS 286 INTRODUCTION 289 THE BEHAVIOR AND DEVELOPMENT OF
SODAL AND EMOTIONAL COMPETENDES 289
NEUROBIOLOGICAL RISK FACTORS AND SOCIAL AND EMOTIONAL COMPETENCIES 290
CONTENTS XV
EXTERNALIZING AND INTERNALIZING BEHAVIORS 291 NEUROLOGICAL IMPAIRMENTS
ASSOCIATED WITH EXTEMALIZING BEHAVIORS 292 NEUROLOGICAL IMPAIRMENTS
ASSOCIATED WITH
INTEMALIZING BEHAVIORS 292
EMOTIONAL AND BEHAVIORAL DISORDERS IN CHILDREN 294 CHILDHOOD
SCHIZOPHRENIA 296
BIPOLAR DISORDER 296 POSTTRAUMATIC STRESS DISORDER 296
DIAGNOSIS OF EMOTIONAL AND BEHAVIORAL DISORDERS 298
ENVIRONMENTAL AND OTHER RISK FACTORS 298 EARLY RELATIONSHIPS AND
ATTACHMENT 298 OTHER FACTORS 299
STRATEGIES AND ADAPTATIONS FOR INCLUSIVE CLASSROOMS 300 POSITIVE
BEHAVIOR SUPPORT 300
ADDRESSING INDIVIDUAL BEHAVIORAL NEEDS OF CHILDREN 303 DEFINING PROBLEM
BEHAVIORS 304
FUNCTIONAL BEHAVIOR ANALYSIS: COLLECTING INFORMATION AND RECORDING DATA
305 PARENT INTERVIEW 306 CHILD INTERVIEW 308
ANTECEDENT 310 BEHAVIOR 310 CONSEQUENCE 310 POSITIVE AND NEGATIVE
REINFORCERS 312
SETTING EVENTS 315 PUNISHMENT 315 USE OFTIME OUTS 316
THE IMPORTANCE OF ADULT ATTENTION 317 PLANNED IGNORING AND DIFFERENTIAL
ATTENTION 317
SUMMARY 320
REVIEW QUESTIONS 320
OUT-OF-CLASS ACTIVITIES 320
RECOMMENDED RESOURCES 321
REFERENCES 321
CHAPTER 10
I CHILDREN WITH COMMUNICATION DIFFICULTIES:
SPEECH AND LANGUAGE IMPAIRMENTS 326 INTRODUCTION 330 COMMUNICATION
IMPAIRMENTS 331
IMAGE 6
INTRODUETION 364
WHAT IS AN INTELLEETUAL DISABILITY? 365 THE HISTORY OF INTELLEETUAL
DISABILITY 367 BINET S INTELLIGENCE TEST 368 THE EUGENICS MOVEMENT 368
DISABILITY ORGANIZATION AND POLIEIES 370
CLASSIFIEATION OF INTELLEETUAL DISABILITIES 371 CHILDREN WITH A MILD
INTELLECTUAL DISABILITY 373 CHILDREN WITH A MODERATE INTELLECTUAL
DISABILITY 373 CHILDREN WITH A SEVERE INTELLECTUAL DISABILITY 373
CHILDREN WITH A PROFOUND INTELLECTUAL
DISABILITY 374
CAUSES OF INTELLEETUAL DISABILITIES 374
SOCIAL RISK FACTORS 374 BEHAVIORAL RISK FACTORS 375 EDUCATIONAL RISK
FACTORS 375
DIAGNOSIS OF INTELLEETUAL DISABILITIES 376 INTELLIGENCE IN INTELLECTUAL
DISABILITIES 377 ADAPTIVE SKILLS 378
DISORDERS ASSOCIATED WITH INTELLEETUAL DISABILITIES 378 DOWN SYNDROME
379 FRAGILE X SYNDROME 381
FETAL ALCOHOL SPECTRUM DISORDERS 383 OTHER DISORDERS 383
STRATEGIES AND ADAPTATIONS FOR INCLUSIVE CLASSROOMS 385 RESPONSIVE
TEACHING 386 APPROPRIATE USE OF PROMPTS TO PROMOTE
INDEPENDENT TASK LEAMING 387
TASK ANALYSIS 389
TEAEHING EARLY AEADEMIC AND LITERAEY SKILLS TO CHILDREN WITH
INTELLEETUAL DISABILITIES 390 TEACHING EARLY LITERACY SKILLS 390
EMPOWERING CHILDREN WITH INTELLECTUAL
DISABILITIES TO COMMUNICATE AND CONDUCT APPROPRIATE BEHAVIORS 391
SUMMARY 395
REVIEW QUESTIONS 396
11
XVI CONTENTS
COMMUNIEATION IMPAIRMENTS RELATED TO DEVELOPMENTAL DISABILITIES 332
COMMUNICATION IMPAIRMENTS RELATED TO PROBLEM BEHAVIORS 333
PHYSIOLOGICAL AND SENSORY FACTORS RELATED TO SPEECH AND LANGUAGE
PROBLEMS 333 THE RELATIONSHIP BETWEEN ENVIRONMENTAL FACTORS AND SPEECH
AND LANGUAGE DELAYS AND
DISORDERS 333
SPEEEH DISORDERS 336 DEVELOPMENTAL PHONOLOGICAL DISORDER 336 CHILDHOOD
APRAXIAIDYSPRAXIA OF SPEECH 337 DYSARTHIA 337
PROBLEMS WITH AUENCY 337
LANGUAGE DISORDERS 337 SPECIFIC LANGUAGE IMPAIRMENT 339 CENTRAL AUDITORY
PROCESSING DISORDER 340 HYPERLEXIA 340
APHASIA 341
THE DIAGNOSIS OF SPEEEH AND LANGUAGE DISORDERS 341 DIAGNOSIS OF
BILINGUAL CHILDREN WITH SPEECH AND LANGUAGE DISORDERS 343
STRATEGIES AND ADAPTATIONS FOR INCLUSIVE CLASSROOMS 343 PRELINGUISTIC
MILIEU TEACHING 344 STRATEGIES TO ENHANEE REEEPTIVE LANGUAGE
DEVELOPMENT 345 LABELING 345 SELF- TALK 346
PARALLEL TALK 347
STRATEGIES TO ENHANEE EXPRESSIVE LANGUAGE 347 REPETITION 350 EXPANSION
350
EXTENSION 350
AUGMENTATIVE COMMUNICATION AND ASSISTIVE TEEHNOLOGY 351 SIGN LANGUAGE
351 USE OF GRAPHIE SYMBOLS AND OTHER VISUAL
STRATEGIES 352 ELECTRONIE VOCAL OUTPUT DEVICES 354
SUMMARY 356
REVIEW QUESTIONS 357 OUT-OF-CLASS AETIVITIES 357 REEOMMENDED RESOUREES
357 REFERENEES 358
CHAPTER I CHILDREN WITH INTELLECTUAL DISABILITIES
I
362
IMAGE 7
OUT-OF-CLASS ACTIVITIES 396
RECOMMENDED RESOURCES 396
REFERENCES 397
CHAPTER 12
I CHILDREN WITH DEAFNESS, HEARING LOSS,
BLINDNESS, AND VISUAL IMPAIRMENT 402 INTRODUCTION 405 CHILDREN WHO ARE
DEAF OR HAVE HEARING LOSS 406
THE HISTORY OF DEAF EDUCATION 406
CAUSES OF HEARING LOSS 408
TYPES OF HEARING LOSS 409
THE SEVERITY OF HEARING LOSS 410
DIAGNOSIS 410
HEARING AIDS, ASSISTIVE DEVICES, AND IMPLANTS 411
DEVELOPMENTAL CHARACTERISTICS OF CHILDREN WITH DEAFNESS 412
COGNITIVE AND LANGUAGE DEVELOPMENT IN CHILDREN WHOARE DEAF 413 THE
SOCIAL EMOTIONAL DEVELOPMENT OF CHILDREN WITH DEAFNESS 413
STRATEGIES AND ADAPTATIONS FOR CHILDREN WITH DEAFNESS OR HEARING LOSS IN
INCLUSIVE CLASSROOMS 414
ORAL COMMUNICATION METHODS 415
MANUAL COMMUNICATION 415
THE EDUCATION OF DEAF CHILDREN AND THE VALUE OF THE DEAFCOMMUNITY 416
CHILDREN WITH VISUAL IMPAIRMENT AND BLINDNESS 417
THE HISTORY OF EDUCATING CHILDREN WITH VISUAL IMPAIRMENTS 418
DEVELOPMENTAL CHARACTERISTICS OF CHILDREN WITH VISUALLMPAIRMENT 419
MOTOR DEVELOPMENT 419
COGNITIVE DEVELOPMENT 420
LANGUAGE DEVELOPMENT 420
STEREOTYPICAL BEHAVIORS 420 SOCIAL EMOTIONAL DEVELOPMENT 421
THE CAUSES OFVISUAL IMPAIRMENT 421 DIAGNOSIS OFVISUAL IMPAIRMENT 422
CONTENTS XVII
STRATEGIES AND ADAPTATIONS FOR CHILDREN WITH VISUAL IMPAIRMENTS IN
INCLUSIVE CLASSROOMS 423 ADAPTATIONS AND ENVIRONMENTAL MODIFICATIONS FOR
CHILDREN WITH VISUAL IMPAIRMENT 424
PROMOTING ORIENTATION AND MOBILITY 425 PROMOTING PLAY AND EXPLORATION
426 LANGUAGE AND LITERACY SKILLS 426
FINAL REMARKS ON SENSORY DEPRIVATION AND LEARNING 426
SUMMARY 429
REVIEW QUESTIONS 429
OUT-OF-CLASS ACTIVITIES 429
RECOMMENDED RESOURCES 430
REFERENCES 430
CHAPTER 13
I CHILDREN WITH MOTOR PROBLEMS AND OTHER
HEALTH IMPAIRMENTS 435 INTRODUCTION 438 THE THEORETICAL FOUNDATIONS OF
MOTOR DEVELOPMENT 438
ISSUES OF CONSIDERATION IN MOTOR DEVELOPMENT 439 THE PRINCIPLES OF MOTOR
DEVELOPMENT 440 THE RELATIONSHIP BETWEEN COGNITIVE PROCESSES
AND MOTOR DEVELOPMENT 440
THE COMPONENTS OF MOTOR ACQUISITION IN CHILDREN 441
GROSS AND FINE MOTOR DEVELOPMENT IN INFANCY 442 FUNCTIONAL HEAD CONTROL
442 UPRIGHT TRUNK CONTROL 442
CONTROL OF LOWER EXTREMITIES IN THE UPRIGHT POSITION 442
OBJECT MANIPULATION 443 MASTERY OF ORAL MOTOR SKILLS 443
MOTOR DEVELOPMENT DURING A CHILD S PRESCHOOL AND EARLY PRIMARY YEARS 444
GROSS MOTOR DEVELOPMENT 444 FINE MOTOR DEVELOPMENT 445
SENSORY MOTOR AND SENSORY INTEGRATION 447
THE DEVELOPMENT OF ADAPTIVE SKILLS 448
CHILDREN WITH NEUROMOTOR PROBLEMS 449
IMAGE 8
XVIII CONTENTS
SENSORY PROCESSING DYSFUNCTION 450
DISORDERS OF TONE AND POSTURE 450 MUSCULAR DYSTROPHY 450
DISORDERS OF GROSS MOTOR 451 CEREBRAL PALSY 451 TRAUMATIC BRAIN INJURY
453 SPINA BIFIDA 453
ORAL MOTOR AND FEEDING PROBLEMS 455
CLEFT LIP AND PALATE 456 THE DIAGNOSIS OF MOTOR PROBLEMS IN CHILDREN 456
STRATEGIES AND ADAPTATIONS FOR CHILDREN
WITH MOTOR PROBLEMS IN INCLUSIVE CLASSROOMS 456 ASSISTIVE TECHNOLOGY
DEVICES 457 SUPPORTING CHILDREN TO LEARN SELF-CARE AND
ADAPTIVE SKILLS 459 SUPPORTING CHILDREN WITH SENSORY INTEGRATION
PROBLEMS 460
CHILDREN WITH DEGENERATIVE CONDITIONS AND CHRONIC HEALTH IMPAIRMENTS 462
HIV AND AIDS 462 DIABETES 463
ASTHMA 464
THE EDUCATION AND CARE OF CHILDREN WITH CHRONIC HEALTH IMPAIRMENTS 464
SUMMARY 465
REVIEW QUESTIONS 466 OUTOFCLASS ACTIVITIES 466 RECOMMENDED RESOURCES
466 REFERENCES 467
CHAPTER 14
I CHILDRENAT RISK AND GIFTED CHILDREN 471
INTRODUCTION 474 CHILDREN AT RISK 474 WHO ARE CHILDREN AT RISK? 474
FAMILY.RELATED RISK FACTORS 475
POVERTY 476 PARENTAL EDUCATION 477
PARENTAL MENTAL HEALTH 477 PARENTAL SUBSTANCE ABUSE 478 FARNILY
STRUCTURE 479
CHILD MALTREATMENT 479
CHILD NEGLECT 480 CHILD ABUSE 481
WITHIN-CHILD RISK FACTORS 484 LIMITED ENGLISH PROFICIENCY 484
SCHOOL-RELATED RISK FACTORS 485 LACK OF APPROPRIATE CLASSROOM AND
BEHAVIOR MANAGEMENT 485 POOR QUALITY OF INSTRUCTION 486
RISK AND RESILIENCE: WHO ARE RESILIENT CHILDREN? 486 RESILIENT CHILDREN
486 FACTORS THAT PROMOTE RESILIENCE IN YOUNG
CHILDREN 487 PROTECTIVE FACTORS WITHIN THE CHILD 488 PROTECTIVE FACTORS
WITHIN THE FAMILY 488
PROTECTIVE FACTORS IN THE SCHOOL AND COMMUNITY 490
INTERVENTION FOR CHILDREN AT RISK 490 FAMILY HEALTH AND EDUCATION
PROGRAMS 491 PARENT-FOCUSED EDUCATION PROGRAMS 491 EARLY CHILDHOOD
EDUCATION COMPENSATORY
PROGRAMS 492
ENHANCING THE TEACHER-CHILD RELATIONSHIP 492
EXCEPTIONAL CHILDREN WHO ARE GIFTED 492 THE HISTORY OF GIFTED EDUCATION
493 WHAT IS GIFTEDNESS? 496 THE THREE-RING MODEL OF GIFTEDNESS 497
CHARACTERISTICS OFYOUNG GIFTED CHILDREN 497 ASYNCHRONOUS DEVELOPMENT 498
THE IDENTIFICATION OFYOUNG GIFTED CHILDREN 499 GIFTED CHILDREN WHO ARE
AT RISK 499
STRATEGIES AND ADAPTATIONS FOR INCLUSIVE CLASSROOMS 500 SUMMARY 502
REVIEW QUESTIONS 503
OUT-OF-CLASS ACTIVITIES 503
RECOMMENDED RESOURCES 504 REFERENCES 504
IMAGE 9
~ SEETION 3
ISSUES OF CONSIDERATION IN KINDERGARTEN THROUGH THIRD GRADE SPECIAL
EDUCATION 511
CHAPTER 15
EDUCATION OF (HILDREN WITH DISABILITIES IN PRIMARY SCHOOL YEARS:
KINDERGARTEN THROUGH THIRD GRADE 512
INTRODUCTION 515 PRIMARY SCHOOL YEARS 515 CHANGES IN DEVELOPMENT 516
CHANGES IN TEACHERS EXPECTATIONS AND THE
ENVIRONMENT 517 CHILDREN WITH LEARNING DISABILITIES 517 THE HISTORY OF
LEAMING DISABILITIES 518 DEFINITION OF LEAMING DISABILITIES 519
RESPONSE TO INTERVENTION 520 AREAS OF LEARNING DISABILITIES AND CAUSES
524 ATTENTION 524 TEMPORAL-SEQUENTIAL ORDERING 524
VISUAL-SPATIAL ORDERING 525 MEMORY 525 LANGUAGE 525 NEUROMOTOR FUNCTION
526
HIGHER-ORDER COGNITION 526 RELATIONSHIPS AND SOCIAL AND EMOTIONAL
COMPETENCIES 527
CONTENTS XIX
STRATEGIES AND ADAPTATIONS FOR WORKING WITH CHILDREN WITH LEARNING
DISABILITIES IN THE PRIMARY GRADES 528 EXPLICIT AND SYSTEMATIC
INSTRUCTION 528
CURRICULAR ISSUES OF CONSIDERATION IN KINDERGARTEN THROUGH THIRD GRADE
INCLUSIVE EDUCATION 531 FUNCTIONAL ACADEMICS AND DAILY LIVING SKILLS 531
INTEGRATING MUSIC ACTIVITIES IN THE CURRICULUM 532 ADAPTED PHYSICAL
EDUCATION 532 PROMOTING PEER RELATIONSHIP AND FRIENDSHIP 534
THE PEER TUTORING SYSTEM 536 SEXUAL EDUCATION 537 SELF-ADVOCACY 538
SCHOOL-WIDE ISSUES OF CONSIDERATION IN KINDERGARTEN THROUGH THIRD GRADE
EDUCATION 540 CHILDHOOD BULLYING 540
PARENTAL INVOLVEMENT IN SCHOOL 542 HOMEWORK ASSIGNMENTS AND COMPLETION
542
SUMMARY 544
REVIEW QUESTIONS 544
OUT-OF-CLASS ACTIVITIES 545
RECOMMENDED RESOURCES 545
REFERENCES 545
GLOSSARY 551
INDEX 565
|
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| callnumber-label | LC4704 |
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| callnumber-search | LC4704.5 |
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| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DP 1800 DT 1420 |
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| dewey-full | 371.9/043 |
| dewey-hundreds | 300 - Social sciences |
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| dewey-raw | 371.9/043 |
| dewey-search | 371.9/043 |
| dewey-sort | 3371.9 243 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 1st ed. |
| format | Book |
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| id | DE-604.BV037233737 |
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| indexdate | 2024-07-09T22:54:04Z |
| institution | BVB |
| isbn | 9780073378695 |
| language | English |
| lccn | 2010034735 |
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| physical | XIX, 588 S. Ill. |
| publishDate | 2011 |
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| publisher | McGraw-Hill |
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| spelling | Bayat, Mojdeh Verfasser aut Teaching exceptional children Mojdeh Bayat 1st ed. New York McGraw-Hill 2011 XIX, 588 S. Ill. txt rdacontent n rdamedia nc rdacarrier Erziehung Special education teachers Handbooks, manuals, etc Learning disabled children Education Developmentally disabled children Education Individualized instruction Schüler (DE-588)4053369-4 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Individualisierung (DE-588)4161542-6 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Unterricht (DE-588)4062005-0 s Individualisierung (DE-588)4161542-6 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021147350&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bayat, Mojdeh Teaching exceptional children Erziehung Special education teachers Handbooks, manuals, etc Learning disabled children Education Developmentally disabled children Education Individualized instruction Schüler (DE-588)4053369-4 gnd Unterricht (DE-588)4062005-0 gnd Individualisierung (DE-588)4161542-6 gnd Behinderung (DE-588)4112696-8 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4062005-0 (DE-588)4161542-6 (DE-588)4112696-8 |
| title | Teaching exceptional children |
| title_auth | Teaching exceptional children |
| title_exact_search | Teaching exceptional children |
| title_full | Teaching exceptional children Mojdeh Bayat |
| title_fullStr | Teaching exceptional children Mojdeh Bayat |
| title_full_unstemmed | Teaching exceptional children Mojdeh Bayat |
| title_short | Teaching exceptional children |
| title_sort | teaching exceptional children |
| topic | Erziehung Special education teachers Handbooks, manuals, etc Learning disabled children Education Developmentally disabled children Education Individualized instruction Schüler (DE-588)4053369-4 gnd Unterricht (DE-588)4062005-0 gnd Individualisierung (DE-588)4161542-6 gnd Behinderung (DE-588)4112696-8 gnd |
| topic_facet | Erziehung Special education teachers Handbooks, manuals, etc Learning disabled children Education Developmentally disabled children Education Individualized instruction Schüler Unterricht Individualisierung Behinderung |
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